Interactive Multimedia on CD-Rom about Human Relationships Education Policy for Primary School Student-Teachers

2009 ◽  
Vol 10 (1) ◽  
pp. 5-25
Author(s):  
Juliette D. G. Goldman ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Education Policy ◽  
Primary School ◽  
Student Teachers ◽  
Interactive Multimedia ◽  
Human Relationships ◽  
Cd Rom ◽  
Primary School Student

scholarly journals Primary school student teachers’ views about making observations

2012 ◽  
Vol 5 (2) ◽  
pp. 128-141 ◽  
Author(s):  
Maija Ahtee ◽  
Liisa Suomela ◽  
Kalle Juuti ◽  
Jarkko Lampiselkä ◽  
Jari Lavonen
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
Scientific Observation ◽  
Primary School Student

Scientific observation plays a central part in the formation of scientific knowledge and thus it has animportant role in the teaching and learning of science. Despite its importance there are only a few studies that focus on the problems in making observations. The paper begins with the collection offactors effecting scientific observation. In order to find out primary school student teachers’ conceptions of scientific observation 110 student teachers were asked to write what things they connect tomaking scientific observations. For the majority of the student teachers making observations seemsto mean in the first place just noticing things. Only about 30% of the student teachers connectedearlier experiences and knowledge with observations and only 30% of the student teachers mentioned processing of information. To become efficient at it, student teachers need plenty of practice and experience of the different features of scientific observation.

scholarly journals PRIMARY SCHOOL STUDENT TEACHERS´ CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS

2016 ◽  
Vol 69 (1) ◽  
pp. 37-56
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen ◽  
Markus Hähkiöniemi ◽  
Sami Lehesvuori ◽  
...  
Keyword(s):  
Teacher Education ◽  
Primary School ◽  
Student Teachers ◽  
School Teacher ◽  
Primary School Teacher ◽  
Education Student ◽  
Classroom Talk ◽  
Teacher Education Student ◽  
Primary School Student ◽  
Response Feedback

In schools, classroom talk is often dominated by teachers´ lecturing or asking closed questions followed by teachers’ evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students´ views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers’ lessons – a total of 14 lessons of five student teachers – were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching. Key words: authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education.

scholarly journals Preschool and Primary School Children as Learners in 2030: Views of Finnish Student Teachers

2009 ◽  
Vol 11 (1) ◽  
pp. 75-85 ◽  
Author(s):  
Marja Nurmilaakso
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Student Teachers ◽  
School Children ◽  
Primary School Children ◽  
Primary School Teachers ◽  
Primary School Student ◽  
The Future ◽  
Research Questions ◽  
The University

Preschool and Primary School Children as Learners in 2030: Views of Finnish Student TeachersTeachers are key to the future. Because of enormous future changes, teachers need to re-evaluate their thinking. This study focuses on what student teachers think of the future in preschool and primary school of the year 2030. The questionnaire, conducted in October 2007, reached 76 student teachers from the University of Helsinki in Finland. Of these students, 52 were preschool and 24 primary school student teachers. The research questions were: 1) How important is it that children in preschool and primary school in the year 2030 can use language and communication and can work in groups and in the environment? (2) How can preschool and primary school teachers support language learning and communication in the year 2030? (3) How will children in preschool and primary school in the year 2030 take responsibility for their own (child-centred) learning? The results confirm that preschool and primary school student teachers think very traditionally. Many felt that it would be less important for children in 2030 to speak many languages, and student teachers did not consider the use of computers.

scholarly journals Student Teachers and Kindergarten Children Talking about Picturebooks Focusing School in Didactic Research Labs at University

2021 ◽  
pp. 260
Author(s):  
Jeannette Hoffman
Keyword(s):  
Primary School ◽  
Student Teachers ◽  
Primary Education ◽  
Kindergarten Children ◽  
Primary School Children ◽  
Education Student ◽  
Literacy Studies ◽  
Primary School Student ◽  
Teaching Learning ◽  
Selection Of

Within the project“Lehren, Lernen und Forschen in Werkstätten” (Teaching, Learning and Researching in Laboratories) from 2016-2019, German didactic seminars were held in the “Lern- und Forschungswerkstatt Grundschule” (LuFo) (Primary Education Research Lab) at the Technische Universität (TU) of Dresden. The seminars, which were attended by primary education student teachers, dealt with telling stories to wordless picturebooks, reading aloud picturebooks about school or other literary themes. The student teachers dealt with selected picturebooks from the perspective of literature didactics, visual literacy studies and empirical research on reception of literature. They designed didactic arrangements in the sense of inquiry-based learning and invited kindergarten and primary school children to the LuFo to explore the stories told in the picturebooks together with them. The study is based on the student teachers' seminar papers in which they describe their projects, give didactic reasons for the selection of literature and analyse their interactions with the children around the picturebooks. Using the example of picturebooks about school, the study uses the Key Incident Analysis to ask which books the student teachers choose and how they receive them, in what form they discuss them with the children and how they shape the reading situations and finally, how they reflect on their own learning processes. The results give an insight into both the processes of reflection of the primary school student teachers and the processes of literary learning of the children.

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